Category: 21st century learning

2 Questions Worth Asking To Determine Your Professional Fantasy?

2 Questions Worth Asking To Determine Your Professional Fantasy?

Have you ever been asked by an administrator a question like Where do you see yourself in 5 years? Well, a close colleague and school leader posed a different flavor of the question to me: What is your professional fantasy? I was absolutely startled by the question and fumbled through my answer, mostly because of the word fantasy- something that is defined by the Cambridge dictionary as:

a pleasant situation that you enjoy thinking about but is unlikely to happen.

So now that I have had a few days to really process this question, and it got me really thinking 2 things:

  1. What ridiculous thing would I like to do in education?
  2. And does it have to be “unlikely to happen”?

 

Before I go into a state of mind wandering,  let me provide the current context of most educational systems around the world:

In the past, we heard about the “digital divide” between those who had access to technology and those who didn’t. We are now seeing a new divide emerge–a Creative Chasm between those who actively create…Our current model of schooling amplifies this Creative Chasm. From the bell schedule to the grading system to the lesson planning and pedagogy, our students inhabit factory-style schools. Phrases like  “content delivery” and “delivering a lesson” treat education as a commodity to be collected and then used in the future. This model might have worked in developing compliant factory workers. So here are now, well into the twenty-first century. The factories are gone … Yet, this industrial model remains.

Excerpt taken from LAUNCH: Using Design Thinking to Boost Creativity and Bring Out the Maker in Every Student by A.J. Juliani and John Spencer

So how do I, as an educator who has been raised and trained in a factory-model system of education lead students into the future whose workplace values has shifted? This is highly personal–will I cling to the past or participate in the future? Well, this is where my fantasy begins, as  I cannot stand by and stagnate in my practice and continue to leave technology to the “kids”.

To answer my first question (What ridiculous thing would I like to do in education?), I’d like to be involved in a revolution in education–in which paradigms are shattered and we rip into the sacred cows of education. What sacred cows do I speak of? Mainly, that, as an educator, I am the knower of all things and I hoard that knowledge wisely and dispense it in time through a scope and sequence or a curriculum map.

Some of you might have gasped aloud–if that responsibility of our profession was downsized or completely eliminated, then what? Well, don’t be silly. The universe abhors a vacuum, something innovative and necessary would undoubtedly emerge to replace it. I daresay it already is. Read The Future of Professions  or gain insight through this video:

 

In my former career as a scientific researcher, I used to experiment on animals. I have sometimes joked that my students are like my “lab rats” with whom I manipulate and observe the results of my prodding (aka, “the black box of best practices”). But now I have come to see them, not as “animals” that I “experiment” with, but as fellow researchers. They are right along siding me, poking at reality and questioning its very nature. That’s the paradigm I wish to infuse in our educational systems: Students are Teachers; students can recognize what is worth knowing and develop effective ways in which these ideas can be transferred and shared.

I  understand that many of our students grow up immersed in a consumer culture and then attend schools where they consume rather than create knowledge. In my professional fantasy, I enlist an army of educators who plot and scheme an offensive to drive out students’ resignation and apathy towards their learning. Instead, these students join us and become generals themselves, crippling this very infrastructure of this archaic industrial age model.

Truthfully I believe that this revolution is presently underway and this army is already amassing with innovative and passionate educators. Educators like you.  And so I have to wonder if this is really a fantasy at all? Maybe through this blog and other ways and means, I can connect and engage with fellow concerned and diligent educators who do not wish to stand by and allow the old to become new again; but instead will we engage and empower our students, who may very well rewrite our job descriptions and redesign the frameworks and goals of our institutions.

Say you will join me!

 

Subscribe for weekly blog updates.

* indicates required


Season 1, Episode 0: Why I Created The Educator’s Companion to PD (Show Notes)

Season 1, Episode 0: Why I Created The Educator’s Companion to PD (Show Notes)

I know that a lot of people enjoying reading and skimming through podcast show notes to get a gist of the highlights of the episode. This podcast was originally recorded back in May 2017. To listen to the podcast, please go here.

Charles Dickens’ quote from A Tale of Two Cities speaks to the industrial revolution, in which so many of our school systems were designed around. As we transition from this era, the growing pains are real and messy.
When you think about this quote-Do you think about your challenges in your classroom, at your school, in your professional development? We’ve seemed to be a rollercoaster in education, which sometimes is thrilling and at other times is scary. There are all these complicated issues and feelings that arise when we talk about teaching our digital natives and finding professional development to match these needs can be really challenging.  This is the context that drove me to create this podcast.
One of my favorite and most fascinating people to me is the inventor and architect, Richard Buckminster Fuller, who suggested that humans are not nouns but verbs. When I first heard that idea and pondered the depth of what he was saying, it got me wondering what my verb is.   As someone who has taught for over 17 years in over 6 countries from America, Europe, South America, theMiddle East and in Asia, I’ve seen and experienced a lot in classrooms K-12.  And what I have come to understand is that my verb is to EMPOWER. I’ve experienced the “best of PD” and the “the worst of PD”, and recognizing this, I felt compelled to share the resources that I have compiled over the years in this show. Because knowledge is power, I feel inspired to equip you with an arsenal of means to support and encourage your growth and learning.
So I made this show for educators, who…
  •  want to accelerate their growth through purposeful and personalized PD
  • are instructional and technical coaches that are looking for some new resources to help improve and guide their practice.
  • are curriculum coordinators and subject matter leaders who wish to develop greater depth of understanding of tools and innovation for their schools’ programs.
  • for school leaders who are looking for ways to develop a growth mindset, not just in themselves, but in the schools that they impact.
What are its length and frequency?
  • This is podcast is meant to provide a quick and dirty overview of online professional resources. I know that your time is precious so I don’t want to blabber on. I provide the benefits, the drawbacks, and tips for success in using a professional development (PD) resource.
  • There’s a ton of free PD resources out there if you go looking. I have a list of 20 of them right now and it continues to grow. So I intend to do a bulk posting of episodes for your summer deep dive and come back in the fall to continue posting more great resources on this podcast.
I believe that I am not alone in my the desire to make a difference and be effective in your practice. That you are like me and crave that sort of impact in your school. So, with that in mind, my goal is to expose you to novel ways to develop your practice through free or inexpensive online professional opportunities, books that are worth reading and other material that is timely and personalized for your growth.  In the first series of podcasts, I will show you how to make a personalized learning plan and how to execute it.  I will also share some professional development that is top notch and free.
So, with that in mind, I hope you will join me on this journey, as your world opens up to the possibilities of what can be your classroom of learning for you.
10 Reasons Why I Can’t Wait to Teach 1st Grade Next Year

10 Reasons Why I Can’t Wait to Teach 1st Grade Next Year

My school year is winding down–4 more weeks left of school! (but not that I’m counting) And instead of thinking about all the great adventures we will have this summer, all I can think about is how much fun I am going to have to teach 1st grade next year. Teacher Nerd ALERT!next year After bobbing back and forth between the Early Years and 4th grade for the last couple years, I will be happy to settle in 1st grade for a while, where you get the best of the Early Years mindset (unfettered creativity and imagination) and yet starting to gain confidence and competence in Literacy and Numeracy skills, making it possible to go deep with developing their knowledge and thinking skills. Plus their minds aren’t as sullied with “can’ts” as the older grades are, making them so wonderfully teachable. Oh, the joy of learning!-for both me and them.

Here are the 10 things that are keeping me up at night that I am so dang excited to do with 1st graders:

  1. Meditation: Cultivating calm in one’s mind should be a skill taught early in life. If I was being honest, I have been a bit chicken to really make it a part of my classroom routine in a serious way. But I really intend to push myself and introduce mindfulness and meditation in a more intentional way. I think 6-7 years old can manage a brief moment of calm.   
  2. Book Snaps: Although I am not sure about introducing SnapChat to little ones, how I do love this idea by Tara Martin, in which kids take a “snap” of the book they are reading and post the questions, ideas, and quotes from the book as annotations. I think the excitement of posting these “book snaps” are a unique way to cultivate an interest in close reading when you share them in a public forum. Love of close reading–oh yeah, let’s do that!
  3. Podcasting: I dabbled with podcasting before but for the last couple months, I have taken a serious interest in it and have been working on my a personal podcast for a while. Audio content is a whole other art form so this project has really made me think a lot about creativity, word choice, and voice (literally). Which is preciously why I want to do with little kids, and I was inspired by an idea that the music teacher shared with me about read alouds. So I’m hoping to do read alouds of books and their writing and publish it to an authentic audience, all the while nailing fluency in the process.
  4. Blogging: The online world is where most of my digital natives will be probably making their greatest impact as they grow into adults. I’ve always admired the philosophy of the Writer’s Workshop as it develops the mindset of a writer. What could be more authentic and meaningful as a blog, as they articulate their ideas online?
  5. SeeSaw: I have been dying to seriously mess around with digital portfolios. Currently, we use Class Dojo, which is focused more on classroom management, but SeeSaw has oh so much more going on and has a lot more opportunity for engagement and interaction.
  6. Math Workshop: Did I mention that I like the workshop model? Ah, yes, and it works for math too! Workshop + Talk Moves + Math Tools = a deeper exploration of number concepts.
  7. Math as Art: Okay, I’m a math geek, but through a series of serendipitous events, I’ve come to see art as an integral way to show the “beauty” of math. I don’t consider myself arty, at all, but I’m super interested in how we can represent math (and science) in artistic ways.
  8. Number Talks: This is probably one of my favorite things, ever, in developing mathematical mindsets, in which students get to explore a myriad of perspectives as they look at solving a problem.  So, it creates a bank of strategies for mental math and develops mathematical fluency.  If you don’t know about it, check out the video below.

9. Design Thinking: Have you ever found that you thought you knew something but then as you start really working through it and researching it, you realize how absolutely ignorant you are. Well, design thinking has done that to me, and I want to use it more often in my classroom, not as a one-off in a STEM-like unit, but I think it can be superimposed into so many aspects of learning, even writing. I want to launch it early in my class and use it often, whether we are going through the design process or doing design sprints.

10. Writer’s Workshop: Although I am not a die-hard Lucy Calkins fan, I so do love this approach to writing because it creates “authors” with writing that is worth sharing and publishing. They get to study good writing, practice these devices, go through the writing process and get peer feedback. I think it cultivates a practice of deep reading of a text and cultivates a positive mindset about writing, dare I say a buzz about their writing. I want to remix this model a bit, with the use of technology and design-based learning through. So I reckon that this experiment will be the fodder for blogs later.

If you are a 1st-grade teacher, I’m wondering what you really love challenging your students with. What am I missing? What have you done that you think is the bee’s knees? I’d love some insight!!

Nevertheless, it is fun to sit upon the precipice of something and feel the exhilaration of possibility.

Subscribe for weekly blog updates.

* indicates required


3 Things Teachers Have to Know About Using Design Thinking In The Classroom

3 Things Teachers Have to Know About Using Design Thinking In The Classroom

Design in all around us. From our coffee mugs to our shoes to tissue paper, those things were all once thoughts inside someone’s head whose ideas escaped the confines of their brains and were put into form. Most importantly, those ideas were meant to solve a problem, either a physical problem or a problem related to a system, like as in transportation. For example,  in this Ted Talk with Elon Musk, he surprises you with his antidote to car congestion for commuters in Los Angeles. I thought it was going to be flying cars (Musk is the owner of Tesla, an electric car manufacturer) but it was creating tunnels that essentially launch you to your destination.

This is merely one of many examples of how someone can approach everyday challenges with a creative solution to them. This, in essence, is what design is and I believe it should be an integral part of how we approach our curriculum.The power of design thinking is the perspective in which we seek these creative solutions. It is a way of unlocking our imagination in an effort to produce viable options to things that trouble individuals.

So what makes up the components of design? What is design thinking in a nutshell?

  1. It is a process

I’ve seen all sorts of versions of design cycles, and I think teachers and schools have to think about how they are gong to use it in the learning, while not getting caught up with the language. The point is that it is a process that students can walk through easily when looking at examining an issue or challenge.

This slideshow requires JavaScript.

For example, in my current Sharing the Planet unit (Central idea: We grow and use plants in many ways), students are going to design gardens that address the needs of a user–butterflies/bees or humans –so I am not going to use the MYP Design Cycle with them. They are 3-5 years olds after all!

2. It is a way of learning.

It is a way of inquiring and researching a topic that connects so many subject areas. As an PYP educator, it definitely is transdisciplanary, because one never knows when one discipline ends and the next begins, with Math, Science, Language, Art all happening simultaneously. But I what I love most about design-based learning is that it helps students to redefine what is failure so that they can appreciate that failing often leads to sooner success–taking the lessons of those failures and applying them is the learning!

3. It focuses on a user in mind.

They say art is creating something that satisfies the need of the artist, while design is creating something to satisfy the needs of others. Big challenges and their simple solutions often go through cycles of iteration as they look through the eyes of the user. This requires empathy and it is a skill that is really critical today as we start to consider the perspective and needs of others.

chairs
Image from Cooper Hewitt, Smithsonian Design Museum

I think this is the biggest distinction between project-based learning (PBL), and the hallmark of creating something that matters to someone. You really have to dig deep into understanding the nuances of each user, which is obvious in the examples above, right? In my current unit, I outlined the process in this design thinking post and I’ve had to shift from looking at creating a “product”–a garden–and have the kids consider what is important to the “user”, which in this case are the butterflies and humans. When we went to the farm, we had to discuss how and why the farmers created raised beds, which was got the children thinking about this subtlety and how it might be applied to the garden they want to create.

As I work through design-based learning approach in my own classroom, I can tell you that the depth of thinking definitely changes when you combine the experience of gaining knowledge + skills + perspective.

Now that you know more about design-thinking, perhaps you might give it a shot in your class–how could you flip your “project” into a design challenge?

 

 

 

Subscribe for weekly blog updates.

* indicates required


If You’re Not Struggling and Embarrassed, then You’re Not Teaching Digital Natives.

If You’re Not Struggling and Embarrassed, then You’re Not Teaching Digital Natives.

Back in 2006, my 4th-grade colleague, Mr. Glenn patiently tutored me in using wikis and blogs. I gave it a whirl with my students but I really wasn’t very competent in my tech know-how to pull it off. Honestly, it took me YEARS before I’d get back on the horse again. Perhaps you can relate-As a teacher, you always feel like you are racing against the clock, trying to get all the standards taught and using tech just seemed so frivolous, so you forgo its use. I definitely suffered from technophobia as my awkward attempts caused more frustration than bore fruit. However, I didn’t stay marooned on this island for too long, as seeing my daughter engage with technology really compelled me to take a closer look at its use in learning. This blog actually is the outcome of this realization and it has evolved from an exploration and curiosity to my digital professional portfolio to being a reflective tool of my educational interests and practices.

I remember early in my teaching career a well-intentioned high school administrator told me that a “good teacher” can teach anything. I felt like a really terrible teacher for a long while, thinking that I was somehow grossly incompetent because I couldn’t successfully coach volleyball (never played it competitively) or teach Spanish (I studied French). It took me changing schools to see what ridiculous advice this was. But c’mon– Like who can teach cross-stitch or linear algebra without any previous knowledge or training?  Well, let’s just call bulls@#$t on that! And that is why this “good teacher” is a student rather than trying to wing it with a textbook. You cannot teach what you don’t have any experience in, let alone knowledge of.

So, later when I went back to 4th grade I realized that I had been digging up dinosaur bones for too long and avoiding technology. Yes, I could app smash and flip my lessons, but I really wasn’t moving my students from being “consumers” idare to teachnto “creators”, which is what I now define as the purpose of using technology in our classrooms. Plus, I really wanted to move them to the highest use of technology–Connection!-sharing their ideas and finding others in their “tribe” in the digital landscape. How could I possibly teach kids about stuff that I wasn’t actively doing myself? If I was going to get these kids prepared for their future, I had to be a 21st-century learner right along with them. I couldn’t possibly blindly ask them to create something unless I could somehow mentor them. That’s exactly when I started to get serious about blogging.

You see blogging is about one of the most humiliating things you can do, other than getting really smashed at a party and stripping down to your undies. Your ideas and thinking are “naked” and it has the potential to be seen by tons of people. You can sound like an idiot and these online ramblings leave a digital footprint. So, not only can your current boss and colleagues see what kind of fool you are, but your future boss and co-workers can too. But I have to do it because I want to teach to the future and not to the past. The expectations of my students to be creators are going to be higher since being “googleable” is a prerequisite for their job search. There’s no way I can teach them about digital citizenship and managing their online life if all I ever do is post an occasional Facebook update and never become a contributor to the World Wide Web myself. Seriously, how could I actually help them navigate these waters?

Now I’m teaching myself about podcasting. It’s not hard, but it ain’t easy. In case you were thinking about it, there’s all this stuff that you need to know about creating quality sound, editing tracks, uploading it onto feeds and publishing it. Plus you need to have graphic art for your podcast and I have to design a logo and description for it.  Geez! I haven’t used GarageBand in years and it is a heck of a lot more complicated than I remember. I’m harassing our music teacher to tutor me in making audio tracks and how licensing works in the recording world. There’s a lot about copyright that I don’t know about. And writing a script is not the same as writing blog posts, let me tell you. (As an avid podcast listener, it’s annoying to hear aimless talking. My time is precious, so if the podcast is a bunch of blah-blah-blah, then why bother?-right?!) I worked on my podcast this weekend and I sound like such a boob. But it’s my first step. I have to remind myself that everything is hard at first but eventually it gets easier and more fun. However, I’m hopeful that I can take this experience into the classroom. I really want to have my students create podcasts for kids. I think that would be so fun.

So, what about you?–are you rolling up your sleeves and getting your hands dirty with all this digital awesomeness or are you hiding behind your whiteboard and 3-ring binder? (No offense, but I see you.) I don’t think our children can afford to have Luddite teachers. Our world needs more courageous and tech-curious educators to not only help prepare them for their future but to help them create the future that they will live in.

 

Verified by MonsterInsights
Verified by MonsterInsights